EXPLANATION OP THE STOPS OR POINTS, AND OTHER CHARACTERS USED IN WRITING AND PRINTING. The use of punctuation is designed, first, to assist the reader to discern the grammatical construction, and next, to regulate his pronunciation. A comma [,] denoting, especially in long sentences, a little elevation of the voice, is the shortest pause, at which the reader's voice should stop the time of pronouncing one syllable. A semicolon [;] denoting, for the most part, an evenness of the voice, at which the reader's voice should stop the time of pronouncing two sylla bles. A colon [:] marks a little depression of the voice, at which the reader's voice should stop the time of pronouncing four syllables. A period [.] is a full stop, denoting a greater depression of the voice, than the colon, at which the reader's voice should stop the time of pronouncing six syllables. A note of interrogation [?] shows that a question is asked, and the end of the sentence preceding it should be read with a raised or elevated tone of voice, if the question can be answered by yes or no, and make sense, as, "Is William sick?" Yes. "Do you think he will recover?" No. But if the question be asked by who, which, what, how, why, when, where, wherefore; or, if the question can not be answered by yes or no, and make sense, then the end of the sentence should be read with a depression of the voice, as, "Why will ye die?" "How did he run?" A note of exclamation [!] is a mark of wonder, surprise, or admiration. The reader's voice should stop as long at a note of exclamation and interrogation, as at a colon. A hyphen [-] is used in connecting compound words; and, it is used when a word is divided, and the former part of the word is written at the end of one line, and the latter part of it at the beginning of another. In this case, it should always be placed at the end of the first line. The best and easiest rule for dividing the syllables in spelling, is to divide them as they are naturally divided in a right pronunciation. A parenthesis [()] includes something explanatory, which, if omitted, would not obscure the sense. The words included in a parenthesis, should be read with a weaker tone of voice than the rest of the sentence. An apostrophe ['] is used to show the possessive case, as, a man's property. It is likewise used to show that some letter or letters are omitted, as, lov'd for loved, 'tis for it is, &c. 12 An asterisk [*], obelisk [†], parallels [||], and many other marks, are used to direct the reader to some note or remark in the margin or at the bottom of a page. A caret [A] is used to show that some letter or word has been omitted through mistake. In this case, the letter or word should be inserted above n her the line, and the caret under it; thus, maner; I loved her for modesty and virtue. A A 22 A quotation [""] is two inverted commas, placed at the beginning of a passage, which is quoted from some other author, and two apostrophes, placed at the conclusion of it; as, "The proper study of mankind is man.' A section [§] is used to divide a discourse or chapter into less parts. An index or hand [] points out a remarkable passage, or something that requires particular attention. A paragraph [T] denotes the beginning of a new subject. The crotchets [ ] include a word or sentence which is intended to exemplify the foregoing sentence; or, which is intended to supply some deficiency, or rectify some mistake. An ellipsis [-] is used when some letters in a word are omitted; as, k-g for king: it is also used to denote an uncertain pause only; then it is called a dash. A brace [} ] is used to connect several lines or words together. A diaeresis [..] is put over the latter of two vowels, to show that they belong to two distinct syllables; thus, Creator. The first word of every book, chapter, letter, note, or sentence should be. gin with a CAPITAL letter. Also, the appellations of the Deity, as, God, Lord, &c.; proper names of persons, places, mountains, rivers, lakes, seas, oceans, ships, &c.; all adjectives derived from proper names, as, American, Russian, &c.; every line in poetry; the beginning of a quotation, and of some important word in a sentence; the pronoun I, and the interjection O; the titles of books; and the names of the days of the week and months of the year should begin with a CAPITAL. Words or letters intended to be printed in Italic should have one line drawn under them by the writer; for SMALL CAPITALS, two lines, and for CAPITALS, three lines. Few rules on the subject are intelligible to children, unless illustrated by the voice of a competent instructer. They should, therefore, pay great attention to the manner in which their teacher, and other persons of approved skill, perform the business of reading. They should observe their mode of pronouncing the words, placing the emphasis, making the pauses, managing the voice, and adapting it to the various subjects they read; and, in all these respects, endeavor to imitate them as nearly as possible. COBB'S NEW JUVENILE READER, No SPELLING LESSON I. [NOTE. This Spelling Lesson contains all the words of Reading Lesson I, which were not in any Reading Lesson, contained in Juvenile Reader, Nos. I or II; and Spelling Lesson II, all the words of Reading Lesson II, which were not in Reading Lesson I, and so on; so that the scholar will spell all the words contained in each Reading Lesson before he reads them. [See Note, page 11, New Juvenile Reader, No. I.] A bodes (â bôdez'), n. plu. of Abode, a habitation, dwelling; stay. Cau tion (kaw' shůn), n. foresight, provident care; prudence; warning: v. to warn, give notice of danger; to admonish. ment. Costs (kosts), pres. t. and n. plu. of Cost, to be bought for, or had at a price: n. price; charge; detri[any thing; determination. De cis ion (dě sizh' ûn), n. firmness in determining De lib' er åte, v. to think in order to choice, consider; to hesitate: a. circumspect, wary; slow. Dis dain (dîz dåne'), v. to scorn, to slight; to despise. En ter (ên' tur), v. to go or come in; to penetrate; to initiate; to write down. Ex empt (êgz êmt'), a. not liable or subject to, free : v. to free from, to privilege. Friend ship (frênd' ship), n. highest degree of inti macy and affection; strong attachment; personal kindness. Gen er al ly (jên' er ål lè), ad. in general, commonly. Im pos si ble (im pos' sẻ bl), a. that can not be. In ju ries (in' ju 'rîz), n. plm of Injury, hurt, wrong; mischief; detriment. Lam en ta tions (`lâm ên tà' shûnz), n. plu. of Lamentation, an expression of sorrow. Lis ten (lis' sn), v. to hearken, hear; to attend to. M8' ving, part. a. pathetic, affecting: par. of Move, to change place; to stir; to walk; to excite; to propose. [discreet. Pru dent (pr88' dent), a. practically wise; cautious; Pur pose (pår pås), n. design, end or aim; intention: v. to intend; to design. [turn of an injury. Re venge (rẻ vênje'), v. to return an injury: n. reSer vice (ser' vis), n. use, advantage; labor for an other; office; obedience; military duty; worship. Short' ness, n. small extent; conciseness, brevity. Sit u a tion ('sîtsh à à' shûn), n. condition, state; po sition. Sor rows (sor' roze), n. plu. and pres. t. of Sorrow, grief, sadness; pain from loss: v. to grieve, to be sad, mourn. Suf fer ings (suf' für 'îngz), n. plu. of Suffering, pain endured: par. of Suffer, to endure, bear; to allow. What ev er (hwot êv' ûr), pro. this or that. Worth (wurth), a. deserving; equal to in price or value: n. price, value; virtue; merit. [worthless. Wretch ed (rêtsh' éd), a. very miserable; despicable, Zeal ous (zel' us), a. ardent, warmly engaged; ardently passionate. READING LESSON I. Select Sentences. 1. We complain of the shortness of time, and yet have much more than we know what to do with; for, our lives are spent either in doing nothing at all, in doing nothing to the purpose, or else, in doing nothing which we should do. 2. That friendship which makes the least noise, is often the most useful; and, a prudent friend.is generally of more service than a zealous one. 3. It costs more to revenge injuries than to bear them. 4. Let us not expect too much pleasure in this life: no situation is exempt from trouble. 5. Pity the sorrows and sufferings of the poor. Disdain not to enter their wretched abodes, or to listen to their moving lamentations. 6. Deliberate with caution, but act with decision. 7. Whatever is worth doing at all, is worth doing well; but, it is impossible to do any thing well without attention. QUESTIONS. Of what do we complain? How are our lives spent? What friendship is the most useful? What should we not expect? Whom should we pity? What should we not disdain? How should we deliberate? How should we act? What is worth doing well? What can we not do well without attention ? SPELLING LESSON II. Af flict ed (af flikt' êd), pre. of Afflict, to put to pain, grieve, to trouble; to vex, to torment. Be neath (bè nèèth'), prep. under; unworthy of: ad. lower in place; below. [slyly Close ly (klose' lè), ad. in a close manner; secretly, Com pa nies (kum' på 'niz), n. plu. of Company, an assembly of persons; à band; a corporation; fellowship; a society; partnership; part of a regi ment. |